Eliciting feedback from students is an art, based on “intelligent questions”.

Most times students give answers that are next to useless in helping them navigate the future.

It's a teacher's job to reframe their answer into useful information - information they already have available in their brain (if you know how to help them find it). In this short 4 minute video I talk about how to frame a question that will assist your student to integrate their learning after your lesson is finished...

A really interesting thing what happened last year in London.

As background – it was during the time we staged ATSuccess’ first foray into live workshops. The ATSuccess London Symposium essentially embodied our core message:

Package Alexander's discovery to a specific group of people.

Your “niche” as the marketing lore goes.

There were 7 different events on offer, and over 50 teachers got involved. Huge success. Now I start to introduce the interesting thing:

Once at breakfast, I remember being interrupted by a girlfriend pleading with me in an exasperated voice:

“What’s wrong with you this morning?”

I was genuinely surprised (and a little irritated).

“Nothing.” I lifted my eyebrows.

“Fine”, she re-joined “have it your way.”

I was fed up with this.

“What are you talking about!?”

Have you ever noticed how often FM’s work is “discovered” in other methods?

Haven’t you ever wondered about that?

Of course (speaking from my own experience) it can be intensely irritating to explain…

“No, AT isn’t really like Yoga. Not at all.”

…because not only is the listener nonplussed by your response, they also become slightly irritated and defensive too.

It’s like two 5 year olds on a playground: “My daddy’s better than your daddy. There!”

Once upon a time (it’s a true story) I was learning in a workshop with a respected colleague, and as she was demonstrating how the relationship between head/spine influences behaviour, she commented something to the effect:

“This is just a truth about vertebrates. We haven’t even got into Alexander land yet.”

I was startled.

First, I absolutely agreed with her.

Second, I thought: “If that’s not Alexander land, what is?!”

Numbers matter.

Every area of knowlege involves numbers and mathematics, even philosophy.

When you tune in, numbers both reveal and predict behaviour.

“Wow daddy, everywhere here has free Wi-Fi.”

My two girls – 14 and 17 - are with me in Japan. We are wandering around inside the sultry envelope of a damp Tokyo summer. Of course, two teenage girls are way more interested in free WiFi than temples and boring stuff like that. Unless there’s a photo op…

“Hey dad, take my photo walking down these stairs.”

Why? I wonder.

“I want to post it to Instagram.”

Instagram. Right. Still trying to figure that out.

To qualify for the Alexander lie test you must travel in cars (or buses/taxis), use a smart phone (or iPad/computer) and know about Alexander's discovery.

If you this true for you (?) then take the test:

1. Do you want to keep travelling in a car?
2. Do you want to keep using a smart phone?
3. Do you want to keep thinking about your head/spine relationship?

To pass this test you needed to answer an unequivocal yes to all three questions.

When did another person last say to you: “You don’t understand!!!”

Whenever a person tells you that, they are right. You don’t understand their story. You only understand your story about their story! It’s natural, except…

How do you get past that?

Previously in my blog – “Standing Is Just A Story You Tell Your Self” – I asked you to explore the way that you and others stand…

I am writing at the end of a harrowing and hollowing day of beauty at my Costa Rica Mastermind.

I am getting a brain operation here. It’s about being vulnerable and admitting where I am weak. Admitting that I am failing to deliver on the grandiosity and hope I use to pump myself into action against the crisis and disappointments that tend to wake me up.

Not to belittle my accomplishments though.